Download Building_quality_assessments

Working Backwards, Looking
Forward
Objectives
1.
Reflect on assessment practices
1.
2.
2.
3.
Streamline assessment processes
Capitalize on the alignment process
1.
2.
4.
Purpose
Process
Standards
Unit IFD
Create your assessment
Audience
1. District Administrators
2. School Administrators
3. Teacher Leaders
4. Teachers
Three reflections
1. What does it take to create quality assessment in our district?
2. What do I want assessment to tell me about the student?
3. Where do I go to create a good assessment?
Self-test on testing
Answer key
Questions: 2, 4, 6, 7, 10
SA = 5 points
Questions: 1, 3, 5, 8, 9
SA = 1 point
A = 4 points
A = 2 points
U = 3 points
U = 3 points
D = 2 points
D = 4 points
SD = 1 point
SD = 5 points
Designed by W. James Popham from Classroom
Assessment: What Teachers Need to Know (2014)
Objective 1:
Assessment types and their purposes
Fill in the blank…….
Assessment
Type
Definition
Purposes
?
Evaluation given prior to instruction • Informs the instructor to remediate students’
to assess each student’s strengths,
learning gaps and personalize instruction to
weaknesses, knowledge, and skills
meet the unique needs of learners
?
Evaluation of individual learner
used to help improve his or her
performance
• Informs and guides instructional decisions
• Inform effectiveness of instructional strategies
used
• Motivate students and increase achievement
Evaluation of an individual learner
used for judgments or decisions
about the individual such as grades
or promotion
• Gather information and make a judgment
about it
• Often occurs at the end of an assessment cycle
• School and district evaluation measure
?
Assessment types and their purposes
Assessment
Type
Diagnostic
Formative
Summative
Definition
Purposes
Evaluation given prior to instruction • Informs the instructor to remediate students’
to assess each student’s strengths,
learning gaps and personalize instruction to
weaknesses, knowledge, and skills
meet the unique needs of learners
Evaluation of individual learner
used to help improve his or her
performance
• Informs and guides instructional decisions
• Inform effectiveness of instructional strategies
used
• Motivate students and increase achievement
Evaluation of an individual learner
used for judgments or decisions
about the individual such as grades
or promotion
• Gather information and make a judgment
about it
• Often occurs at the end of an assessment cycle
• School and district evaluation measure
Understand the process of creating a
quality assessment system in your district
What assessments do your district administer and permit?
• STAAR – High-stakes
test with graduation
implications
• Unit Tests
• Benchmarks
• Milestones
• Quizzes
• Testlets
• Retests
• Reflective journals
• G/T testing
• Aptitude tests
• Advanced Placement
tests
• SAT/ACT tests
• Pre-tests
• Diagnostic tests
• Self-tests
• Inventories
• Portfolios
What are the purposes of quality
assessment?
• To assist student learning.
• To identify students’ strengths and weaknesses.
• To assess the effectiveness of a particular instructional strategy.
• To assess and improve the effectiveness of curriculum
programs.
• To assess and improve teaching effectiveness.
• To provide data that assist in decision-making.
• To communicate with and involve the student’s
parents/guardians/mentors.
Source: National Council of Teachers of
Mathematics
Purposes of Assessment - Analogy
• Consider your personal health
• Is the number that is your weight an appropriate measure of your
health?
• Are there other measurements?
• How does the measurement of your weight factor into ideas of your
health?
What is STAAR in this scenario?
• In education assessment, that means STAAR is your weight at an autopsy
• Health is a complex and interdependent system that requires multiple
measures and reflective practices in order to diagnose deficiencies
• Learning is also complex requiring multiple measurements and reflective
practices
TEKS Resource System Assessment Continuum
Formative
Assessment
(Formative
Spiral Items Mathematics
only)
Performance
Assessment
Unit
Assessment
Item Bank
Performance
Task
(limited)
District
Benchmark
STAAR
Assessment Continuum
Formative
Assessment
(Formative
Spiral Items
Mathematics
only):
Performance
Assessment:
• Assesses specific
bundles of SEs
• Aligns to a
secondary
process/skill TEKS
as appropriate
• Guides
• Aligns to a specific
instructional
UNIT and IFD
decisions and
• Some authentic
informally
products
assesses
• Combines with
student
unit assessment
understanding
of concepts and items to assess
students’ mastery
processes
of content and
thus inform
instruction
Unit
Performance
Assessment
Tasks
Item Bank:
(limited):
• Individual
“sample”
items
• Each item
aligns to one
specific SE
• Wrapped with
process/skill
TEKS as
appropriate
• Assesses TEKS
associated on
one IFD
• Selected- and
constructedresponse
items
• Assesses
larger bundles
of SEs
• Wrapped with
process/skill
TEKS as
appropriate
• May assess
several units
of study
• Authentic
assessment
District
Benchmark:
STAAR
• Assesses all
TEKS within
• Cumulative
assessment of one grade
level and
all standards
subject area
taught up to
the point of
the
benchmark
5 Principles of Good Practice for
Assessing Student Learning
1. Good assessments are used to inform important decisions, especially
those to improve curriculum and pedagogy but also regarding
planning, budgeting, and accountability.
• Assessments that are used are planned and purposeful; they start with a clear understanding
of why you are assessing.
• Assessments that are used focus on clear and important goals.
• Assessments that are used involve the active participation of those with a stake in decisions
stemming from the results.
• Assessments that are used are communicated widely and transparently (clearly and
understandably).
• Assessments that are used are used fairly, ethically, and responsibly.
Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education
5 Principles of Good Practice for
Assessing Student Learning
2. Good assessments are cost-effective, yielding value that justifies the
time and expense we put into them.
• Cost effective assessments focus on clear and important goals.
• Cost effective assessments start with what you have.
• Cost effective assessments are simple and have minimal paperwork.
• Cost effective assessments have realistic expectations.
Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education
5 Principles of Good Practice for
Assessing Student Learning
3. Good assessments yield reasonably accurate and truthful results, of
sufficient quality that they can be used with confidence about
curricula and pedagogy.
• Assessments yielding reasonably accurate and truthful results flow from clear and important
goals.
• Assessments yielding reasonably accurate and truthful results represent a balanced sample
of key goals, including multidimensional, integrative thinking skills.
• Assessments yielding reasonably accurate and truthful results use a variety of approaches,
including direct evidence of student learning.
• Assessments yielding reasonably accurate and truthful results recognize diverse approaches to
teaching, learning, and assessment.
Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education
5 Principles of Good Practice for
Assessing Student Learning
3. Good assessments yield reasonably accurate and truthful results, of
sufficient quality that they can be used with confidence about
curricula and pedagogy.
• Assessments yielding reasonably accurate and truthful results assess teaching-learning
processes as well as outcome.
• Assessments yielding reasonably accurate and truthful results are developed thoughtfully.
• Assessments yielding reasonably accurate and truthful results are perpetual works in
progress.
Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education
5 Principles of Good Practice for
Assessing Student Learning
4. Good assessments are valued.
• Valued assessment efforts yield results that inform important decision on important goals.
• Valued assessment efforts are recognized and honored through meaningful incentives and
rewards.
• Valued assessment efforts are part of an institutional climate in which innovation, risktaking, and efforts to improve teaching and learning are recognized and honored through
meaningful incentives and rewards.
• Valued assessment efforts are supported with appropriate resources, including time,
guidance, support and feedback.
Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education
5 Principles of Good Practice for
Assessing Student Learning
5. Good assessments focus and flow from clear and important goals.
• Assessment with clear goals have clear, appropriate standards for acceptable and exemplary
student performance.
Adapted from Linda Suskie, “Five Dimension of Good Assessment” Middle States Commission on Higher Education
Backward Design in Nine
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 1. Start with the standards
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 1. Start with the standards
World History example
•
(1) History. The student understands traditional historical points of reference in world history. The student is expected to:
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(2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to:
•
•
•
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(A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture
and the development of the river valley civilizations;
(B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical
civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions;
(C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the
spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact
on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia;
(D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the
rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange,
European expansion, and the Renaissance and the Reformation;
(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the
Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism,
and the Enlightenment's impact on political revolutions; and
(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the
present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold
War; independence movements; and globalization.
(A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations;
(B) identify the characteristics of civilization; and
(C) explain how major river valley civilizations influenced the development of the classical civilizations.
(3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent
civilizations. The student is expected to:
•
•
•
(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including
the development of monotheism, Judaism, and Christianity;
(B) explain the impact of the fall of Rome on Western Europe; and
(C) compare the factors that led to the collapse of Rome and Han China.
Step 1. Start with the standards
World History example
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(4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student
is expected to:
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(A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire;
•
(B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy;
•
(C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of
manorialism;
•
(D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa;
•
(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;
•
(F) describe the interactions between Muslim and Hindu societies in South Asia;
•
(G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe;
•
(H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia;
•
(I) explain the development of the slave trade;
•
(J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and
•
(K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.
(5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to:
•
(A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and
•
(B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation.
(6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to:
•
(A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their
development; and
•
(B) explain how the Inca and Aztec empires were impacted by European exploration/colonization.
(7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to:
•
(A) analyze the causes of European expansion from 1450 to 1750;
•
(B) explain the impact of the Columbian Exchange on the Americas and Europe;
•
(C) explain the impact of the Atlantic slave trade on West Africa and the Americas;
•
(D) explain the impact of the Ottoman Empire on Eastern Europe and global trade;
•
(E) explain Ming China's impact on global trade; and
•
(F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution.
(8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to:
•
(A) explain how 17th and 18th century European scientific advancements led to the Industrial Revolution;
•
(B) explain how the Industrial Revolution led to political, economic, and social changes in Europe;
•
(C) identify the major political, economic, and social motivations that influenced European imperialism;
•
(D) explain the major characteristics and impact of European imperialism; and
•
(E) explain the effects of free enterprise in the Industrial Revolution.
(9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:
•
(A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution,
and religion;
•
(B) explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America;
•
(C) trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar; and
•
(D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism,
and nationalism on political revolutions.
Step 1. Start with the standards
World History example
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(10) History. The student understands the causes and impact of World War I. The student is expected to:
•
(A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;
•
(B) identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates;
•
(C) explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; and
•
(D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.
(11) History. The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to:
•
(A) summarize the international, political, and economic causes of the global depression; and
•
(B) explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression.
(12) History. The student understands the causes and impact of World War II. The student is expected to:
•
(A) describe the emergence and characteristics of totalitarianism;
•
(B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and
•
(C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and
the dropping of the atomic bombs.
(13) History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to:
•
(A) summarize how the outcome of World War II contributed to the development of the Cold War;
•
(B) summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism;
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(C) identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race;
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(D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;
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(E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; and
•
(F) explain how Arab rejection of the State of Israel has led to ongoing conflict.
(14) History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to:
•
(A) summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and
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(B) explain the U.S. response to terrorism from September 11, 2001, to the present.
(15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:
•
(A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and
•
(B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.
(16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to:
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(A) locate places and regions of historical significance directly related to major eras and turning points in world history;
•
(B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama
and Suez canals; and
•
(C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.
(17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to:
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(A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution;
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(B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution; and
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(C) summarize the economic and social impact of 20th century globalization.
(18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:
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(A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations;
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(B) identify the historical origins and characteristics of communism, including the influences of Karl Marx;
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(C) identify the historical origins and characteristics of socialism;
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(D) identify the historical origins and characteristics of fascism;
Step 1. Start with the standards
World History example
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(19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to:
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(A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and
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(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
(20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:
•
(A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and
the Enlightenment;
•
(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the
English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen;
•
(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas
Jefferson, and William Blackstone; and
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(D) explain the significance of the League of Nations and the United Nations.
(21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:
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(A) describe how people have participated in supporting or changing their governments;
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(B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; and
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(C) identify examples of key persons who were successful in shifting political thought, including William Wilberforce.
(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:
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(A) summarize the development of the rule of law from ancient to modern times;
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(B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from
the Judeo-Christian legal tradition and in Greece and Rome;
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(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia;
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(D) identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur;
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(E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo,
and Chinese student protestors in Tiananmen Square; and
•
(F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.
(23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
•
(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism,
and the development of monotheism; and
•
(B) identify examples of religious influence on various events referenced in the major eras of world history.
(24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to:
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(A) describe the changing roles of women, children, and families during major eras of world history; and
•
(B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.
(25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:
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(A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India;
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(B) summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome;
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(C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political
developments; and
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(D) explain how Islam influences law and government in the Muslim world.
(26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
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(A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures;
•
(B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and
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(C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
Step 1. Start with the standards
World History example
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(27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected
to:
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(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic
caliphates between 700 and 1200 and in China from the Tang to Ming dynasties;
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(B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;
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(C) explain the impact of the printing press on the Renaissance and the Reformation in Europe;
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(D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and
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(E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.
(28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The
student is expected to:
•
(A) explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the
Industrial Revolution;
•
(B) explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism;
•
(C) explain the effects of major new military technologies on World War I, World War II, and the Cold War;
•
(D) explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society;
and
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(E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
•
(A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence;
•
(B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events;
•
(C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;
•
(D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
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(E) identify bias in written, oral, and visual material;
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(F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, drawing inferences and conclusions, and developing connections between historical events over time;
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(G) construct a thesis on a social studies issue or event supported by evidence; and
•
(H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
•
(A) use social studies terminology correctly;
•
(B) use standard grammar, spelling, sentence structure, and punctuation;
•
(C) interpret and create written, oral, and visual presentations of social studies information; and
•
(D) transfer information from one medium to another.
(31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
•
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution; and
•
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
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Total of 123 standards – but not just 123 things to know
All provided by the State of Texas
All mandated by law
How many do you have in yours?
Step 2. Define the specifics of the standards
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 2. Define the specifics of the standards
World History example
Many standards have multiple subtargets such as…
• WH.28C - explain the effects of major new military technologies on World War I,
World War II, and the Cold War
Which translates into at least 3 subtargets
• Explain the effects of major new military technologies on World War I
• Explain the effects of major new military technologies on World War II
• Explain the effects of major new military technologies on the Cold War
And there are certainly more technology subtargets, such as submarines,
machine guns, poison gas, biological agents, nuclear weapons, jet
airplanes, rocketry, automation, tanks, aircraft carriers, satellite
communications, GPS navigation, computing capacity…
Step 2. Define the specifics of the standards
World History example
• World History standards can be separated into approximately
713 written subtargets with many thousands more implied that
address the conceptual standards
• Each standard needs to be separated into its component
subtargets in order to overcome dense or confusing wording that
results in uncovering all the nuance that may be wrapped into a
standard because of the language
• Each subtarget needs definition in order to inform teachers of
the full breadth of knowledge the standard expects
Step 2. Define the specifics of the standards
World History example
The TEKS
Resource
System does
this through
the TCD
Step 3. Group standards in meaningful ways…
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 3. Group standards in meaningful ways…
World History example
• Currently, World History is broken into 11 units constructed
thematically reflecting the scholarship in the social studies field and
the content emphasis provided by the state standards
Step 3. Group standards in meaningful ways…
World History example
Thematic Unit Design
In World History, mostly chunked around periodization
•
•
•
•
•
•
•
•
•
•
•
Unit 01: Early Foundations of Civilization, 8000 BC-500 BC
Unit 02: Celebrate Freedom Week
Unit 03: Emergence and Collapse of Classical Empires, 500 BC-600 AD
Unit 04: Medieval Rebuilding and Reconsolidation 600-1450
Unit 05: Interactions and Diffusion 600-1450
Unit 06: An Expanding World 1450-1750
Unit 07: Ideas Change the World 1450-1750
Unit 08: Political Revolutions, 1750-1914
Unit 09: Industrialization and Imperialism 1750-1914
Unit 10: Global Conflicts 1914- Present
Unit 11: An Interdependent World 1914-Present
The TEKS
Resource
System does
this through
the YAGs and
IFDs
Step 3. Group standards in meaningful ways…
World History example
Thematic Unit Design (IFDs)
Big Ideas (Overarching Understandings)
of the Unit
Unit 01: Early Foundations of Civilization, 8000 BC – 500 BC
Humans form groups and create institutions in order to survive.
Unit 02: Celebrate Freedom Week
Social groups form complex institutions to govern behavior.
Unit 03: Emergence and Collapse of Classical Empires, 500 BC – 600 AD
Political structures provide social order, security, and growth.
Unit 04: Medieval Rebuilding and Reconsolidation 600-1450
Cultural belief systems serve to unify and divide societies.
Political structures provide social order, security, and growth.
Unit 05: Interactions and Diffusion 600-1450
Human interactions lead to conflict, diffusion, and progress.
Unit 06: An Expanding World- Global Commerce 1450-1750
Humans are motivated to discover and explore.
Unit 07: Ideas Change the World 1450-1750
Ideas are a force for change.
Unit 8: Political Revolutions, 1750-1914
People rebel as a result of significant dissatisfactions with the political, cultural, social
and/or economic status quo.
Unit 9: Industrialization and Imperialism 1750-1914
Humans form groups and innovate to overcome challenges and gain power.
Some groups have power over other groups.
Unit 10: Global Conflicts 1914- Present
Prejudice and fanaticism breed conflict.
Humans form groups and innovate to overcome challenges and gain power.
Unit 11: An Interdependent World 1914-Present
Humans form groups and create institutions in order to survive.
Some groups have power over other groups.
Step 4. Group standards within the unit…
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 4. Group standards within the unit…
World History example
This is reflected in the IFDs Unit Overview – For example:
TITLE: World History Unit 10 – Global Conflicts 1914-Present
UNIT OVERVIEW
• This unit bundles student expectations that address events related to the global conflicts during the 20th
century (1914-present), including the influence of nationalism in the cause of global conflict.
• Prior to this unit, students learned about the transformations in the world as a result of industrialization and
imperialism.
• During this unit students learn about the causes and consequences of the First World War, the causes and
effects of the Russian Revolution, the response to global economic depression, the rise of totalitarian
governments, and the causes and characteristics of the Second World War. Students examine how European
dominance of the globe diminished with the world wars and the emergence of the United States and the
Soviet Union as super powers.
• In the next unit students study about the causes and consequences of the Cold War, decolonization, and
globalization that characterized the second half of the twentieth century.
Step 4. Group standards within the unit…
World History example
This is reflected in the IFDs Unit Overview – For example:
TITLE: World History Unit 10 – Global Conflicts 1914-Present
UNIT OVERVIEW
• This unit bundles student expectations that address events related to the global conflicts during the 20th
century (1914-present), including the influence of nationalism in the cause of global conflict.
• Prior to this unit, students learned about the transformations in the world as a result of industrialization and
imperialism.
• During this unit students learn about the causes and consequences of the First World War, the causes and
effects of the Russian Revolution, the response to global economic depression, the rise of totalitarian
governments, and the causes and characteristics of the Second World War. Students examine how
European dominance of the globe diminished with the world wars and the emergence of the United States
and the Soviet Union as super powers.
• In the next unit students study about the causes and consequences of the Cold War, decolonization, and
globalization that characterized the second half of the twentieth century.
Step 4. Group standards within the unit…
World History example
OVERARCHING CONCEPTS AND UNIT
CONCEPTS
UNIT UNDERSTANDINGS AND QUESTIONS
Political Patterns
• Nationalism
Scientific/ Technological Patterns
• Mechanization
Human Processes
• Conflict/Cooperation
Nationalistic tensions along with growing militarism led to the outbreak of the First World War characterized by the use of new
technologies resulting in a stalemate.
How did a local conflict in the Austrian-Hungarian Empire grow to a conflict between all of Europe?
How did political boundaries in Europe and Southwest Asia change after the First World War?
In what ways were the ideals of the Fourteen Points honored and ignored?
How did the mechanization of warfare impact the course of the First World War?
Political Patterns
• Revolution
Historical Processes
• Change/Continuity
Inequities of power triggered revolution in Russia resulting in new political and economic patterns.
Why did the Russian Revolution happen “later” than other major revolutions?
Did the Russian Revolution become a global force?
Was the Russian Revolution inevitable?
What new political, economic, and social patterns emerge in Russia following the communist revolution?
Political Patterns
• Governmental Systems
Economic Patterns
• Scarcity
• Monetary/Fiscal Policy
• Globalization
Political Patterns
• Nationalism
Scientific/ Technological Patterns
• Mechanization
Human Processes
• Conflict/Cooperation
The TEKS
Resource
System does
this through
the IFD
Totalitarian governments emerged in the midst of economic depression.
Why was the economic depression following the First World War so severe and widespread?
Why were many totalitarian leaders popular?
How are fascism and communism alike and different?
The two world wars are heavily intertwined.
How did the unresolved issues of the First World War lead to the Second World War?
What role did political ideologies play in igniting the Second World War?
How did technological advances impact the fighting of the Second World War?
Are the two world wars one war with a break in the middle?
Step 5. Design assessment that measures…
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 5. Design assessment that measures…
World History example
PERFORMANCE ASSESSMENTS
The TEKS
Resource
System does
this one way
through the
Performance
Assessments
Write a letter home from a soldier serving on the Western Front in the First World War during
1917. Include in the letter the reasons you joined to fight, the conditions you see on the
battlefield, the resources available to you, and the predictions you have about the outcome of
the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B)
OVERARCHING CONCEPTS
AND
UNIT CONCEPTS
UNIT UNDERSTANDINGS AND QUESTIONS
Political Patterns
•
Nationalism
Scientific/ Technological Patterns
•
Mechanization
Human Processes
•
Conflict/Cooperation
Nationalistic tensions along with growing militarism led to the outbreak of the First World War
characterized by the use of new technologies resulting in a stalemate.
How did a local conflict in the Austrian-Hungarian Empire grow to a conflict between
all of Europe?
How did political boundaries in Europe and Southwest Asia change after the First
World War?
In what ways were the ideals of the Fourteen Points honored and ignored?
How did the mechanization of warfare impact the course of the First World War?
Create an illustrated timeline that traces the Russian Revolution. The timeline should include at
least five events that span from the February (March) revolution of 1917 to the establishment of
the USSR. Each illustrated event should be accompanied by a written explanation of the
significance of the event. (WH.1F;WH.10D;WH.29F;WH.30B)
ELPS 1C;5B
Political Patterns
•
Revolution
Historical Processed
•
Change/Continuity
Inequities of power triggered revolution in Russia resulting in new political and economic
patterns.
Why did the Russian Revolution happen “later” than other major revolutions?
Did the Russian Revolution become a global force?
Was the Russian Revolution inevitable?
What new political, economic, and social patterns emerge in Russia following the
communist revolution?
Create a flow chart that details the causes and effects of the global depression which occurred
between the First and Second World Wars. (WH.11A,B;WH.12A,B;WH.29F;WH.30D)
Political Patterns
•
Governmental Systems
Economic Patterns
•
Scarcity
•
Monetary/Fiscal Policy
•
Globalization
Totalitarian governments emerged in the midst of economic depression.
Why was the economic depression following the First World War so severe and
widespread?
Why were many totalitarian leaders popular?
How are fascism and communism alike and different?
Political Patterns
•
Nationalism
Scientific/ Technological Patterns
•
Mechanization
Human Processes
•
Conflict/Cooperation
The two world wars are heavily intertwined.
How did the unresolved issues of the First World War lead to the Second World War?
What role did political ideologies play in igniting the Second World War?
How did technological advances impact the fighting of the Second World War?
Are the two world wars one war with a break in the middle?
ELPS 1G;5F
ELPS 1C;5B
Create a game based on the Second World War. The game should include a game board, set of
instruction, and question cards. Game questions should relate to the events, individuals, and
technologies involved in the Second World War. The game should encompass the global impact
of the war. (WH.1F;WH.12B,C;WH.22D; WH.28E;WH.29F;WH.30B)
ELPS 1C;5B
Step 5. Design assessment that measures…
World History example
PERFORMANCE ASSESSMENTS
Write a letter home from a soldier serving on the Western Front in the First World War during
1917. Include in the letter the reasons you joined to fight, the conditions you see on the
battlefield, the resources available to you, and the predictions you have about the outcome of
the war. (WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B)
OVERARCHING CONCEPTS
AND
UNIT CONCEPTS
UNIT UNDERSTANDINGS AND QUESTIONS
Political Patterns
•
Nationalism
Scientific/ Technological Patterns
•
Mechanization
Human Processes
•
Conflict/Cooperation
Nationalistic tensions along with growing militarism led to the outbreak of the First World War
characterized by the use of new technologies resulting in a stalemate.
How did a local conflict in the Austrian-Hungarian Empire grow to a conflict between
all of Europe?
How did political boundaries in Europe and Southwest Asia change after the First
World War?
In what ways were the ideals of the Fourteen Points honored and ignored?
How did the mechanization of warfare impact the course of the First World War?
Create an illustrated timeline that traces the Russian Revolution. The timeline should include at
least five events that span from the February (March) revolution of 1917 to the establishment of
the USSR. Each illustrated event should be accompanied by a written explanation of the
significance of the event. (WH.1F;WH.10D;WH.29F;WH.30B)
ELPS 1C;5B
Political Patterns
•
Revolution
Historical Processed
•
Change/Continuity
Inequities of power triggered revolution in Russia resulting in new political and economic
patterns.
Why did the Russian Revolution happen “later” than other major revolutions?
Did the Russian Revolution become a global force?
Was the Russian Revolution inevitable?
What new political, economic, and social patterns emerge in Russia following the
communist revolution?
Create a flow chart that details the causes and effects of the global depression which occurred
between the First and Second World Wars. (WH.11A,B;WH.12A,B;WH.29F;WH.30D)
Political Patterns
•
Governmental Systems
Economic Patterns
•
Scarcity
•
Monetary/Fiscal Policy
•
Globalization
Totalitarian governments emerged in the midst of economic depression.
Why was the economic depression following the First World War so severe and
widespread?
Why were many totalitarian leaders popular?
How are fascism and communism alike and different?
Political Patterns
•
Nationalism
Scientific/ Technological Patterns
•
Mechanization
Human Processes
•
Conflict/Cooperation
The two world wars are heavily intertwined.
How did the unresolved issues of the First World War lead to the Second World War?
What role did political ideologies play in igniting the Second World War?
How did technological advances impact the fighting of the Second World War?
Are the two world wars one war with a break in the middle?
ELPS 1G;5F
ELPS 1C;5B
Create a game based on the Second World War. The game should include a game board, set of
instruction, and question cards. Game questions should relate to the events, individuals, and
technologies involved in the Second World War. The game should encompass the global impact
of the war. (WH.1F;WH.12B,C;WH.22D; WH.28E;WH.29F;WH.30B)
ELPS 1C;5B
Step 5. Design assessment that measures…
World History example
PERFORMANCE ASSESSMENTS
Write a letter home from a soldier serving on the
Western Front in the First World War during 1917.
Include in the letter the reasons you joined to fight,
the conditions you see on the battlefield, the resources
available to you, and the predictions you have about
the outcome of the war.
(WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B)
ELPS 1G;5F
OVERARCHING
CONCEPTS AND
UNIT CONCEPTS
UNIT UNDERSTANDINGS AND QUESTIONS
Political Patterns
• Nationalism
Nationalistic tensions along with growing militarism led
to the outbreak of the First World War characterized by
the use of new technologies resulting in a stalemate.
Scientific/
How did a local conflict in the Austrian-Hungarian
Technological
Empire grow to a conflict between all of Europe?
Patterns
How did political boundaries in Europe and
• Mechanization
Southwest Asia change after the First World War?
In what ways were the ideals of the Fourteen
Human Processes
Points honored and ignored?
• Conflict/Cooperati
How did the mechanization of warfare impact the
on
course of the First World War?
Assessment performance aligns with learning outcomes (unit understandings)
Step 5. Design assessment that measures…
World History example
PERFORMANCE ASSESSMENTS
Write a letter home from a soldier serving on the
Western Front in the First World War during 1917.
Include in the letter the reasons you joined to fight,
the conditions you see on the battlefield, the resources
available to you, and the predictions you have about
the outcome of the war.
(WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B)
ELPS 1G;5F
OVERARCHING
CONCEPTS AND
UNIT CONCEPTS
UNIT UNDERSTANDINGS AND QUESTIONS
Political Patterns
• Nationalism
Nationalistic tensions along with growing militarism led
to the outbreak of the First World War characterized by
the use of new technologies resulting in a stalemate.
Scientific/
How did a local conflict in the Austrian-Hungarian
Technological
Empire grow to a conflict between all of Europe?
Patterns
How did political boundaries in Europe and
• Mechanization
Southwest Asia change after the First World War?
In what ways were the ideals of the Fourteen
Human Processes
Points honored and ignored?
• Conflict/Cooperati
How did the mechanization of warfare impact the
on
course of the First World War?
Assessment is aligned to TEKS within the unit
Step 5. Design assessment that measures…
World History example
PERFORMANCE ASSESSMENTS
Write a letter home from a soldier serving on the
Western Front in the First World War during 1917.
Include in the letter the reasons you joined to fight,
the conditions you see on the battlefield, the resources
available to you, and the predictions you have about
the outcome of the war.
(WH.1F;WH.10A,B;WH.28C;WH.29F;WH.30B)
ELPS 1G;5F
OVERARCHING
CONCEPTS AND
UNIT CONCEPTS
UNIT UNDERSTANDINGS AND QUESTIONS
Political Patterns
• Nationalism
Nationalistic tensions along with growing militarism led
to the outbreak of the First World War characterized by
the use of new technologies resulting in a stalemate.
Scientific/
How did a local conflict in the Austrian-Hungarian
Technological
Empire grow to a conflict between all of Europe?
Patterns
How did political boundaries in Europe and
• Mechanization
Southwest Asia change after the First World War?
In what ways were the ideals of the Fourteen
Human Processes
Points honored and ignored?
• Conflict/Cooperati
How did the mechanization of warfare impact the
on
course of the First World War?
Additionally, we have other resources. Let’s visit our friend WH.28C
Step 5. Design assessment that measures…
World History example
• WH.28C - Explain the effects of major new military
technologies on World War I, World War II, and the Cold
War
Subtargets
• Explain the effects of major new military technologies on
World War I
• Explain the effects of major new military technologies on
World War II
• Explain the effects of major new military technologies on
the Cold War
The Assessment Item Bank
What It Contains
• Each subject area has selected- and constructedresponse items aligned to both state expectations
and the units of the course as structured in the TEKS
Resource System curriculum
• These items comprise the previous collection of unit
test items across all subject areas
• This bank will only grow
Step 5. Design assessment that measures…
World History example
WH28.C - Explain the effects of major new military technologies on World War I, World War II, and the Cold War
Which weapon of the First World War resulted in trench warfare and high numbers of
• Step 5. Design
aligned assessment
casualties?
A Tanks
Airplanes
• Performance BCAssessments
Machine guns
Explain the effects of
major new military
technologies on World
War I
Explain the effects of
major new military
technologies on World
War II
Explain the effects of
major new military
technologies on the Cold
War
D Chemical weapons
Developed in the years just prior to the Second World War, which medical innovation
was responsible for reducing infections among wounded Allied soldiers?
A Morphine
B Antibiotics
C Polio vaccine
D Blood transfusions
The use of napalm to burn away vegetation during the Vietnam War led to widespread
protest in the United States because —
A it had to be imported from hostile foreign countries
B its use was decided by the leadership of the United Nations
C its use was banned by international law during the Korean War
D it had devastating and painful effects on the people who were hit by it
Step 5. Design assessment that measures…
Your content area……
WH28.C - Explain the effects of major new military technologies on World War I, World War II, and the Cold War
Let’s go to the
assessment
creator.
Create one of each
A diagnostic
A formative
A summative
Does assessment say
what we think it does?
Final Jeopardy Category Movies
• The Answer:
Archibald Leach,
Bernard Schwartz, and
Lucille LeSueur
Who are 3 people who’ve
never been in my kitchen.
Step 6. Design instruction to build students…
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 6. Design instruction to build students…
• Since the structure of the Curriculum Elements within the
Instructional Focus Documents really do “focus on instruction”…
• Since the Overview and PA structure implies possible lesson
opportunities…
• Since the Overarching Understandings and Unit Understandings
enable teachers to be more Learning-Focused with learning
outcomes instead of Activity-Focused…
• Since assessments in the system align with expected outcomes…
• NOW the teacher has the freedom to design instruction that
structures student learning toward students achieving an
understanding of an idea instead of simply recalling a fact.
• This has always been reflected in the structure of the state standards
that have several student expectations that comprise a greater
understanding found in the Knowledge and Skill statement –
something often overlooked with so much focus on SEs.
Step 7. Use data from the assessment…
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 7. Use data from the assessment…
Assessing
before
instruction?
Diagnostic
Assessing
during
instruction?
Formative
Assessing
after
instruction?
Summative
Afterward, the teacher
can use the data to
tailor instruction to
address learning gaps
Afterward, the teacher
can use the data to
tailor reteaching to
address learning gaps.
Afterward, the teacher
does not reflect on the
outcomes of the
assessment.
This does not inform
instruction and is
usually to establish a
value to the work
relative to expectations
(grade)
Step 8. Repeat the previous two steps
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 8. Repeat the previous two steps
• All assessment is summative unless you analyze assessment data
to inform further instruction or reteaching
"When the cook tastes the soup, that’s formative assessment;
when the customer tastes the soup, that’s summative assessment"
Step 9. Take STAAR
1. Start with the State
Standards
6. Design instruction to build
students’ knowledge & skill
towards the unit learning
outcomes and assessments
7. Use data from the
assessment to inform
additional instruction
2. Define the specifics of the
standards
5. Design assessment that
measures the depth of
understanding a student
should have as the unit
progresses
8. Repeat the previous two
steps
3. Group standards in
meaningful ways to
establishes thematic
overarching understandings
that shape the unit layout of a
course
4. Group standards within the
unit in meaningful ways to
create multiple learning
outcomes that build toward
the overarching understanding
of the unit
9. Take STAAR
Step 9. Take STAAR
• Well-defined state standards, well-organized curriculum, aligned
assessment, and data-driven instructional decisions improve the
likelihood of success on STAAR and reduce the potential for any one
STAAR item to assess material in an instructional gap.
Unit Classroom
Content
Coverage
Learning
(Student)
Instruction
(District/Teacher)
Curriculum
(TRS YAGs, IFDs)
State Standards
(Texas)
Assessment
(TRS PAs)
Assessment
(TRS Item Bank)
STAAR Items
(Texas)
What about STAAR analysis?
1. Are you teaching a tested grade level?
2. TEKS Resource has a STAAR Analysis built in.
Reflecting on Assessing:
What do you want it to tell?
The structure of a test instrument reflects what you want
that test instrument to tell you
Do you want tests that have a large collection of items
sampling across a vast domain of content? What does it tell
you?
Do you want tests blueprinted into sections reflecting
certain learning outcomes? What does it tell you?
Do you want student portfolios?
What does it tell you?
Reflecting on Assessing:
What does it take to create?
Assessment item-writing and test construction are both an art and a
science
• Assessment artists are content experts with powerful literacy skills, a deep understanding of
content-aligned curriculum targets, long experience writing within the assessment genre,
and reflective practices that encourage feedback and revision without ego
• Assessment scientists are mathematicians with expertise in inferential statistics and
“psychometrics” applying scientific methods to field testing and data review to accumulate
valid evidence that allows an assessor to use an item/test to infer with high accuracy the
cognitive understanding of a student
• Many want assessment to be black and white when it is always somewhere in the gray areas
• Knowing this usually encourages more formative assessment use in order to make more
direct, and potentially more accurate, correlations of student learning to student assessment
performance.
Reflecting on Assessing: Assessment Literature
• Classroom Assessment: What Teacher Need to Know,
W. James Popham, (2014) – Practical
• How to Design Questions and Tasks to Assess Student Thinking,
Susan M. Brookhart, (2014) – Practical
• Learning Targets,
Connie M. Moss and Susan M. Brookhart, (2012) – Practical
• How to Create and Use Rubrics for Formative Grading and
Assessment,
Susan M. Brookhart, (2012) – Practical
• Ahead of the Curve,
Douglas Reevs, editor, (2007) – Practical
• Classroom Assessment & Grading that Work,
Robert Marzano, (2006) – Practical
• Writing Test Items to Evaluation Higher Order Thinking,
Thomas Haladyna, (1997) – Practical
• Research by Norman Webb and Karin Hess on Depth of Knowledge,
all over the Internet – Practical
Reflecting on Assessing: Assessment Literature
• A Taxonomy for Learning, Teaching, and Assessing,
Lorin Anderson, et. al, (2001) – Dense but necessary
• Handbook of Test Development,
Steven Downing and Thomas Haladyna, (2006) – Dense
with practical parts
• Constructing Test Items,
Steven J. Osterlind, (1989) – Dense
• Developing and Validating Multiple-Choice Test Items,
Thomas Haladyna, (2004) – Dense
• Developing and Validating Test Items,
Thomas Haladyna and Michael Rodriguez, (2013) – Dense
• Standards for Education and Psychological Testing,
American Educational Research Association, American
Psychological Association, National Council on
Measurement in Education, (2011) – Very Dense
Working Backwards, Looking Forward